‘What’
Teachers’pack
What
HOW TO USE THE HOUSE OF LORDS
RESOURCES – ‘WHAT’
YoucanusetheHouse of Lords‘what’jumpstart animationandpublicpops filminthreestepsto explorewhattheHouse of Lordsdoes,howithas evolvedovertimeandhowitmaychangeinthe future.
1) Jumpstart:watchthe‘what’jumpstart animationwithyourclasstosetthescenefor yourlesson.thisfast-moving,threeminutefilm ispacked with informationtogetyourstudents thinking. Youcanusethequestionsandtopics includedinthispacktosupportclassroom discussions. You’llalsofindlotsofuseful informationinthebackgroundinformation noteswhichcanbeusedtocreatehandouts, includinga‘historyofthehouse’timeline.
2) Getactive:onceyou’vewatchedthejump startanimation,supportyourclasstoexplore theoptionsforfuturedevelopmentsinthe housewith thehands-on‘holdacommittee’ exercise.Fullinstructionsandworksheetsare includedinthispack.
3) Publicpops:debatethekeythemesasa class bywatchingthe‘what’publicpops film.Inthis filmyou’llfindyoungpeopleandmembersof thepublicsharingtheirownopinionsonwhat theythinktheHouse of Lordsdoesandits
Rolewithinparliament–butkeepaneyeoutfor somecommonmisconceptions!Youcanuse
Thepromptinformationanddebatecardsin
Thispacktodirectdebates.
‘what’films
Findthe‘what’jumpstartanimationandpublic
Pops filmhere:
Contents:
Jumpstart–keytopicsand p.2 questions
Getactive–‘holda committee’ p.3-5 instructionsandworksheets
Publicpops debate–instructions p.6-8 anddebatecards
Backgroundinformation:
Historyofthehouse p.9-10
WhatdoestheHouse of Lordsdo? P.11
1
Jump start: ‘what’ animation
You can view and discuss the jump start animation in around 30 minutes. Extend this activity to up to two lessons by following on with the ‘hold a committee’ or ‘public pops’ exercises included in this pack.all timings approximate.
Youwillneed
'What’start animation ready to view –
Step one–tenminutes
Before you watch the jump start animation, ask the class to openly share their views on the work and history of the House of Lords by asking afew key questions:
– whoare the lords and why do we have them?
– whatdo you think are the origins of the
House of Lords?
– whatdo you think are the differences between the House of Lordsand the house of commons?
– have you heard of the life peerages act which created life peers?
Steptwo–approxthreeminutes
Now watch the jump start animation together (around three minutes).this short animation introduces the House of Lordswithafocus
On the history of the house and the possible changes in the future.
Stepthree–tenminutes
Once the film has finished, allow some time for the class to share their thoughts on the film:
– didthe history of the house match your expectations?
– how much has the make-up of the house changed over time?
– whatdo you think about the group called
‘crossbenchers’?
– did anything surprise you about the role of the House of Lords today?
Step four–optionalextensions
Run the ‘hold a committee’ activity (full instructions and worksheets below) to give the class a chance to try out one of the main roles of the House of Lordsthemselves and explore the possible options for the make-up of the House of Lordsin the future.
Alternatively, go straight to the ‘public pops’ film to spark further debate about the membership of the House of Lordsand use the debate cards in this pack to get your class talking
2
Get active:
Hold a committee
This hands-on, practical activity will challenge your students to put into practice one of the main roles of the House of Lordsexplored in the jump start animation by running their own committee
Session. Groups can explore the future of the House of Lordsin their committee or another subject of your choice. More information on the role of committees is included in the background information in this pack.
Youwillneed
‘What’ jump start animation ready to view – of committee plan worksheet
Paper and pens
Internet (optional if available)
Learningaims
To introduce the importance of scrutiny and investigation in the work of the House of Lords and in particular the work undertaken in committees
To explore the options for the future of the House of Lordsfrom a range of viewpoints to encourage students to empathise with others and consider different perspectives to work effectively in agroup
To use presentation skills to present ideas to the class
Learningoutcomes
Must(all)
– understandthe purpose of a committee and committee procedure in the House of Lords
– understandthe purpose of the house of
Lords in the context of today’s society
– workas a group to debate the pros and cons of the purpose, function and routes into the House of Lords
Should(most)
– haveexpressedtheirownopinionstoothers throughdiscussion,debateandvoting
– understandthattherearedifferentarguments forandagainsttheHouse of Lordsandits currentfunctionandmake-up
Could(some)
– haveengagedwith andreflectedon differentideas,opinions,beliefsandvalues whenexploringa topicalissue
– haveempathisedwith otherpeople’spoints ofview
What 3
Hold a committee:
Classroom instructions
Step one–fiveminutes
Introduce the topic by asking students what they would do if they were given a large group project to do together (i.e. Split up the work, undertake research, speak to experts etc.) Explain that the House of Lords splits its work by forming groups called committees that investigate particular subjects to give advice to the government on specific topics.
Steptwo–fiveminutes
Divide the students into groups and ask them to imagine that they are members of a committee
Of the House of Lords. Explain that they are going to explore the topic ‘the future of the House of Lords’.
Stepthree –thirtyminutes
Ask students to identify the key issues involved and the people most affected, and to think about the impact on the country as a whole. E.g. How does an unelected house fit within modern democracy? Would there be a cost of running elections for the house? Would elections impact on the sorts of people interested in joining the house? Ask the students how they can find out more about the subject and how their committee is going to examine the issue. E.g.what
Organisations would their committee need to hear from to learn more about the issue? Are there any individuals that the committee should speak to – from a variety of viewpoints? How will they research the topic fairly to make sure they have a rounded view of the issues?
Ask each group to fill out the worksheet using
Research where necessary.
Stepfour–thirtyminutes
Explain the group will now run anevidence session.
Divide each group in half – one half will role play the parts of different witnesses, the other half
Will act as the committee.
The committee must prepare questions for their witnesses, while the witnesses need to think about the viewpoint of their characters. E.g. Are they for or against reform? What expertise and knowledge do they bring to this discussion?
Exploreother topics usingthisactivity
You can effectively explore the role of committees within a wider context by running this activity with different topics – for example crime, transport or health. If you want to base this work on a real select committee for the House of Lords, visit
The parliament website for information.
You can also extend the activity by allowing the groups to choose their own topic by researching topical issues using newspapers and the internet.
4
House of Lords
Committee plan
House of Lordscommitteeplan
Name of Committee:......
Description of issue:
Organisations the committee is asking to provide evidence:
Name of organisation:
Why would their evidence be valuable?
Name of organisation:
Why would their evidence be valuable?
Name of organisation:
Why would their evidence be valuable?
Individuals the committee is asking to provide evidence:
Name of person:
Why would their evidence be valuable?
Name of person:
Why would their evidence be valuable?
Name of person:
Why would their evidence be valuable?
What
5
Public pops debate: ‘what’
Watch the two minute public pops film to hear the opinions of the public on the ‘what’ of the House of Lordsand inspire discussion and debate in the classroom. But watch out, some of what the public says is factually correct butthe films also include some common misconceptions – can the pupils spot them?
Pose the three key questions to your class to inspire debate –additional questions are also included. Use the information below, which includes the correct answers, to direct the discussion. You can run this activity as a class or divide into pairs or small groups. Debatecards can be shared out so that eachgroup explores a different point and can then present their opinions back to the class forfurther discussion.
1.What doestheHouseofLords do?
Theanswer:theHouse of Lordshasthreemain rolesoutlinedbelow –furtherdetailsareincludedin thebackgroundinformationinthispack:
Questioningandchallenging shapingandmakinglaws investigatingissues
Note:inthe‘what’publicpops filmssomeofthe peopleansweringthequestionmentionthatthe House of Lordscheckstheworkof‘parliament’.
‘parliament’describesbothhouses. Thehouseof
Lordschallengestheworkof‘government’.
Furtherdiscussion:
–whatdoesitmeanto‘questionandchallenge’
Theworkofgovernment?
–whatsortsofpeopleshould ‘shape andmake’
Newlaws?
2.Whydowehavetwohouses? Theanswer:in the 14th century, two distinct houses of parliament began to emerge. Representatives from the towns and counties began to meet separately as the house of
Commons. Archbishops, bishops, abbots and priors (lords spiritual) and noblemen (lords temporal) formed the House of Lords. For more information please refer to the ‘history of the house’ in this pack.
In our modern parliament, we refer to our two- house system as ‘bicameral’. This comes from the Latin meaning bi = two + camera = chamber. The concept of bicameralism can be traced back to early ancient and classical civilisation but firstly arose in medieval Europe. The main benefit of a bicameral system is that each chamber is able to check and challenge the content of a draft bill before it becomes law.
Furtherdiscussion:
–whatotheroptionscould beconsideredifthe UKdecidednottohavetwohouses–andwhat aretheprosandcons?
–whatexpertiseandskillsdoesa secondhouse needtoquestion,challengeandinvestigate?
What
6
Public pops debate: ‘what’
3.ShouldtheHouse ofLordsbe elected?
Theanswer: this question is subjective, and a great theme to discuss in class.
In terms of the current make-up of the House of Lords, peers are appointed, they are not elected. Two events have changed the way members of the House of Lords are appointed: the 1999 house
Of lords act, which ended hereditary peers’ right to pass membership down through family, and the introduction of the House of Lords appointments commission.
The House of Lords appointments commission is an independent body established in 2000.the commission is made up of seven people, including four members of the lords and three non-political members independent of the government.
The House of Lords appointment commission recommends individuals to become non-party- political life peers. It also vets nominations for life peers, including those nominated by the UK political parties, to ensure the highest standards of propriety. Members can be nominated by the public and political parties. Once approved by the prime minister, appointments are formalised by the queen.
Furtherdiscussion
–wSShatmightanappointmentpanellookforina potentialpeer?
– shouldtherebequotasforrepresentation of particulargroups(i.e.Womenorethnicminori- ties)intheHouse of Lords?
You can explore the membership of the House of Lords further with the ‘who’ films and pdf resources available here:
What
7
WhatdoestheHouse of Lordsdo? / Whatdoesitmean to‘questionand challenge’thework ofgovernment? / Whatsortsof peopleshould
‘shapeandmake’
Newlaws?
Whydowehave twohouses? / Whatotheroptions couldbeconsidered iftheukdecided nottohavetwo houses–andwhat aretheprosand cons? / Whatexpertiseand skillsdoesa
Secondhouseneed toquestion, challengeand investigate?
ShouldtheHouse of Lordsbeelected? / Whatmightan appointmentpanel lookforina potentialpeer? / Shouldtherebe quotasfor representationof particulargroupsin theHouse of Lords?
What
Background information
The history of the house
11thcentury:parliamentoriginatesintheAnglo-Saxon king’scouncil–apoliticalbody madeupof councilsconsultedbySaxonkingsandattendedbyreligiousleaders,magnatesandtheking’sministers.
13thcentury:thedeMontfortparliamentof1265includesrepresentativesofcounties,citiesand boroughs.
14thcentury:twodistincthousesofparliamentemerge.Representativesfromthetownsandcounties begintomeetseparatelyastheHouse of Commons.Archbishops,bishopsandsometimesabbotsand priors(lordsspiritual)andnoblemen(lordstemporal)formtheHouse of Lords.
15thcentury:lordstemporalattendtheHouse of Lordsonan almostentirelyhereditarybasis.‘Peers’, astheybecomeknown,areaccountabletoeachotheranddivideintofiveranks:duke,marquess,earl, viscountandbaron.
16thcentury:afterthe1539suppressionofthemonasteries,onlybishopsattendthehouseandthe
Lordstemporalforma majorityforthefirsttime.
17thcentury:in1642duringthecivilwar,bishopsareexcludedfromtheHouse of Lordsbutreturn undertheclergyact1661.In1649,afterthecivilwar,themonarchyandtheHouse of Lordsare abolished.AfterCharlesII’srestoration (1660)thehouseisreinstated. The1689billofrightsestablishes parliament’sauthorityovertheking.
18thcentury:theacts ofunionwithScotland(1707)andIreland(1800)createasingleparliamentfor GreatBritainandthenfortheUnited Kingdom. TheactsentitleScottishandIrishpeerstoelect representativestosit inthelords.
19thcentury:thebishopricofManchesteract1847(and lateracts)limitsthenumberofbishops entitledtosit to26.Retiredbishopscannotsit orvoteinthehouse. Theappellatejurisdictionact1876 enablestheappointmentofprofessionaljudgesaslordsofappealandordinary(lawlords)tocontinue tosit andvote. Theywere, ineffect,thefirst‘lifepeers’.
The20thcentury
1909:thelordsrejectstheliberalgovernment’sbudget. Thegovernmentthenintroduceabilltocurb thepowerofthelordstorejectlegislationapprovedbythecommons.
1911:theparliamentact1911limitsthepowersoftheHouse of Lordsbystatingthatmoneybillscan becomelawifnotpassedwithoutamendmentbythelordswithinonemonth.
1922:electionsforIrishrepresentativepeerscease.
1941: thecommonschamberisdestroyedduringWorldWarII.The Lordsgiveuptheirchambertothe
Commonsandusetherobingroomwhentheysit.
What
Background information
The history of the house
1949:theparliamentact1949reducesthedelayingpowerofthe1911actforsomepublicbillsfrom twoyearstooneyear.
1958:thelifepeeragesact1958permitsthecreationofpeeragesforlife.Aroundthesametime allowancesforpeers’‘out-of-pocket’expensesandthesystemof‘leaveofabsence’formembersare introduced.
1963:thepeerageact1963allowshereditarypeeressestobeMembersofthehouse.
1968:thegovernmentabandonsits parliament(no.2)billwhichsuggesteda two-tierhouseofcreated
Memberswhocould speakandvote,andotherswhocould speakbutnotvote.
1999:theHouse of Lordsact1999removestheright ofmosthereditarypeerstosit andvoteinthe house.Duringthepassageofthelegislationan amendmentisaccepted,enabling92hereditarypeers (electedbythosewithinthehousefromamongsttheirownnumber)toremainuntilfurtherreformis proposed.
The21stcentury
2005:theconstitutionalreformact2005setsuptheSupreme Courtseparatingthehouse’sjudicial functionfromparliament.ItendstheLord Chancellor’scombinedroleasheadofthejudiciary,amember oftheexecutiveandspeakeroftheHouse of Lords.
2006:thehouseholdsits firstelectionforalordspeakerandBaroness Haymaniselectedon4July2006.
2009:thehouse’sjudicialfunctionistransferredtothenew UK Supreme Court.Lawlordsbecamethe
FirstjusticesoftheSupreme Court.
2010: thecoalitiongovernmentpublishesan agreementinMay,statingthata groupwouldbeappointed tobringforwardproposalsforan electedHouse of Lords. Thegroup,consistingoffront-bench spokespeoplefromthethreemainpoliticalparties,isaskedtopreparea draftbill.
2011:thedeputyprimeministerpublishesa draftbillonHouse of Lordsreform inMay2011.Itsetsout proposalsforaHouse of Lordsmadeupof300members(80percentelectedand20percent appointed).thedraftbillisreferredtoajointcommitteeofbothhouses.
2012:Lord’slibrary publishes a note on public attitudes on Lords reform on 3 July. House of Commonsdebates lords reformbill on 10 Julyand the bill is given a second reading by 462 to 124 votes. In august the government announces that it plans to drop the bill on Lord’s reform.
What 10
What does the house
Of lords do?
The House of Lords has three main roles:
Questioning and challenging
Members of the lords scrutinise the work of the government during question time and debates in the chamber, where government ministers must respond. In the 2010-12 parliamentary
Session, members held the government to account with 18,162 oral and written questions and 273 debates on issues ranging from the economy to nursing.
Shaping and making laws
Members spend nearly 60 per cent of their time in the house considering bills (draft laws).all bills have to be considered by both houses of parliament before they can become law. In the
2010-2012 session, members checked 80 bills on issues ranging from child poverty to immigration. They considered 10,031 changes and 49 bills became laws. During several stages, members examine each bill, line-by-line, before it becomes an act of parliament (law). Many of these bills cover crucial areas of everyday life such as welfare, health and education.
Investigating issues
Members use their extensive individual experience to debate public policy. Much of this investigative work is done in select committees which are small groups appointed to consider specific policy areas. In 2010-2012, House of Lords select committees produced 73 reports on subjects including economic affairs, EuropeanUnion powers and advances in science. Many select committee meetings involve questioning experts working in the field which is the subject of the inquiry. These meetings are open to the public.
The role of committees
Committees are a crucial tool for scrutinising the work of government and a key way in which the lords investigate issues. Most committees fall
Into one of three categories: general committees, grand committees and, the most common type, select committees.
Select committees in the House of Lords investigate specialist subjects, taking advantage of the lords’ experience and knowledge in specific areas. These committees concentrate on five main areas: Europe, science, economics, communications and the UK constitution.
A committee will decide upon a line of inquiry
And call for written and oral evidence from people involved in or affected by the topic being examined. The outcome of the inquiry is presented as a
Report with recommendations to the government.
In the commons, there is a select committee for every government department. Joint select committees consist of both MPs and lords and have similar powers to commons or lords select
Committees. Some are set up on a permanent basis, like the joint committee on human rights, and others deal with a specific matter, such as
Examining draft proposals for bills on subjects ranging from gambling to stem cell research.
Your class can find out more about all the different
Types of committees on the parliament website and try out the get active activity in this pack to put the skills of a committee into practice:
What